^"534 



A Tentative Course of 
Study in the Subject 
of Agriculture for the 
Elementary Schools of 
the State of Ohio 



for the vear 



1911-1912 



Frank W. Miller 

State Commissioner of Common Schools and 
State Superintendent of Agricultural Education. 



Columbus, Ohio 

The F. J. Heer Printing Co. 

1911 



F_./ 



0. «rC 



'^'^'•>y'' 



To the Boards of Eeucation, Superintendents and Teachers : 

Agriculture is not a wholly new subject, nor is it one foreign to 
our public school system. The last General Assembly made it a 
mandatory part of our courses of study for the Elementary and High 
Schools. The wisdom of this is patent to us all. 

This course of study arranged by the four Supervi^aors of Agri- 
cultural Education and myself is intended to suggest ways and means 
of giving to our boys and girls of all the schools the most helpful plans 
of acquiring a comprehensive knowledge of those parts of the subject 
that are appropriate and the study of which will be profitable : it is 
further intended to te.ach the happiness, health, and wealth of ,:ountry 
life and to make the boys and girls proud of rural life whet!;er the} 
live in the country or not. 

In laying out the work for the year, it should not be presumed 
that all found in this course is to be studied or taught : the material 
herein is suggestive throughout; select from it what is wholesome and 
in harmony with the agricultural and home life of your several com- 
munities ; select only sufficient topics and amount of work as can be 
well done during the year ; it might be well to outline the work month 
by month so that too much may not be attempted; four or live sub- 
jects properly planned for the year's work and well taught may be 
sufficient for the .average school, for agriculture and home craft are 
to have only their appropriate share of the time and efforts of the 
teachers and pupils, — the other studies must have theirs. 

It will be well for the members of boards of education, superin- 
tendents and teachers to keep at hand the name and address of the 
Supervisor of the district in which they live for each of these men 
will endeavor to answer the questions sent to him by mail and will 
also be glad to come to any part of his district when called upon to 
render .any aid possible. 

Finally, the teaching of this subject will have reached the stage 
most helpful to the boys and girls when home and school work to- 
gether heartily and sympathetically ; the teaching must fail in its high- 
est .and best sphere if it does not touch and retouch the farm, the farm 
home and all farm life ; let it be our constant aim to make a happier 
and a better citizenship while we are making better farmers ; this be- 
ing our ideal, the teaching of this subject will find its best results 
and consummation in the homes and on the farm. 

Yours very truly, 

Frank W. Miller. 
3 



OUTLINE OF A TENTATIVE COURSE IN AGRICULTURE FOR 
THE ELEMENTARY SCHOOLS. 



INTRODUCTION. 



In the primary grade the chief ob- 
ject should be to lead the child to ob- 
serve carefully and develop the habit of 
investigation. Throughout the entire 
course the teacher should be ever mind- 
ful of the fact that the subject of ag- 
riculture, if properly taught, is of high 
educative value. It imparts to the 
child the ability to reason, the povirer 
of independent thinking and creative 
expression, richness of imagination, ap- 
preciation of that which is beautiful, 
and the culture which are generally 
developed through the instrumentality 
of the classics, mathematics, science, 
and art. 

It is not the intention of this course 
to make farmers of all farmers' sons, 
but to make better farmers of those 
who wish to remain in that occupa- 
tion, and to make better citizens of 
all. The subject is full of human in- 
terest and we can never wholly sepa- 
rate our interests from the soil on 
which we walk, and the plants and ani- 
mals upon which our lives depend. 

This course is divided into four di- 
visions, to be known as the Primary 
Division, composed of all pupils be- 
low the second grade. The First Di- 
vision, composed pf the second, third, 
and fourth grades. The Second Divi- 
sion, composed of the fifth and sixtli 
grades. The Third Division, com- 
posed of the seventh and eighth grades 
of the Elementary School. 

Primary Division. 

Note to Teacher : The work outlined 
in this division can be taught in con- 
nection with language and alternated 
with Oral Geography and Oral Physi- 
ology. Can also be given in connection 
with general exercises in the mornings 
or Friday afternoons. 

There should be at least two ten (10) 



minute periods a week. The teacher 
shall select such parts of the following 
work as may be suitable for his grade, 
grades or school. Use supplementary 
work. 

Trees. — Gather leaves. Note differ- 
ences in size and shape. Recognize a 
few trees by their leaves. Some trees 
drop their leaves in Autumn. Some do 
not. Evergreens. , 

The different parts of plants, stems, 
roots, leaves, flowers, fruit, etc. Collect 
seeds to show how they are protected 
and distributed. Gather seeds of 
thistle, milkweed, and dandelion and let 
them sail in the wind. Effect of frost 
on tender plants like tomatoes, etc. 

Make a collection of caterpillars and 
place in box with leaves. Observe 
spinning of cocoon. Emergence of 
moth or butterfly in Spring. 

Change in appearance of landscape as 
winter approaches. 

Animals. — Animals of the farm; 
their uses. Wild animals found in the 
community, rabbits, squirrels, etc. Tell 
stories about them. 

Birds. — Migration; return in Spring; 
permanent residents. Nest building. 
Learn to recognize four or five birds. 

Grow cuttings of pussy willow and 
lilac in water. Germinate beans in saw- 
dust. Learn the common names of a 
few flowers and trees. Fruit and seed 
come from the flower. 

Note change in landscape as Spring 
comes. 

Teach children to be kind to animals. 
Teach them not to be afraid of insects 
and spiders. The house fly a carrier of 
disease. Breeds in filth. Dangers of 
fire. 

First Division. 

(Grades 2, 3, and 4.) 

The work outlined in this division 
can be taught in connection with Lan- 



guage, and alternated, with Oral Geog- 
];-aphy and Oral. Physiology. Can also 
be given in connection with general ex- 
ercises in the morning and on Friday 
afternoons. 

There should be at least two fifteen 
(.15), minute periods a week. The 
teacher may select such parts of the 
following work as he may deem suit- 
able for his grade, grades, or school. 
Use Supplementary work. 

In this Division pupils can be taught 
to observe and study domestic animals, 
plants, trees, and bird life more ex- 
tensively than in preceding division. 
Make seed collections and study meth- 
ods of planting seeds. Observe na- 
ture's plan of seed distribution by se- 
curing samples of each method. Learn 
to recognize seeds of familiar farm 
plants. Make a study of familiar fruits 
and grains. 

Shelter for farm animals. Natural 
covering of the different animals. How 
animals spend the winter ; hibernation. 
Study migration of birds on basis of 
sojourn here — permanent residents, 
summer residents, winter residents, mi- 
grants, service rendered by insectivor- 
ous migrants. Take excursions when 
convenient to the woods and creek,s, 
observing plant and animal life. 

Care of young chickens and young 
farm animals. Learn to distinguish 
some common flowers and to know the 
uses of animal, vegetable, and farm 
products. 

Experiment in growing cuttings in 
water, sand, or loam. Make a collec- 
tion of leaves and name them. Study 
buds, how protected, how arranged. 
Teach common names of trees in your 
locality. 

Use blackboard calendar for weather 
record. Study cause of rain, frost, 
hail, snow, and ice. (See some good 
text in Oral Geography). Study use 
of thermometer and make records of 
out-of-door temperature. -Use shadow 
stick to show altitude of sun at noon, 
during different months of the year. 
Time and place of rising sun; of setting 
sun. Phases of moon. Great Dipper. 
North Star. 



Simple experiments with- seeds, germ- 
inated between blotters or cloth, and in 
sawdust. Study conditions of growth 
by varying moisture, light, temperature, 
etc. Peas, corn, or pumpkin seed sug- 
gested for use. 

Preparation of the soil; the growth 
and cultivation of plants. Care and use 
of garden tools. Plant the seed of 
flowers and vegetables at home or at 
school. Keep a record of the work 
done in cultivating same. Exhibit. 

The Primary and First Divisions may 
be combined when convenient and feas- 
ible. Time required to cover this 
work — three years. 

Second Division. 
(Grades 5 and 6.) 

Teach the work outlined in the Sec- 
ond Division in connection with Lan- 
guage and Geography and alternate 
with lesson in Physiology, History, and 
Reading. Work can also be done in 
connection with general exercises in the 
morning and on Friday afternoons. 

There should be at least two fifteen 
(15) minute periods per week. The 
teacher may select such parts of the 
following work as he may deem suit- 
able for his grade, grades, or school. 
Use Supplementary work. 

The work in this Division should be 
a continuation of that suggested under 
"First Division." It is expected, how- 
ever, that pupils are to learn more de- 
tail and become more familiar with the 
modes of living and the uses of plants 
and animals to man when they reach 
these grades. 

The practical work at home by the 
pupils must be carried out as carefully 
as the theory study at school if we 
are to have a full measure of success 
with Agriculture in the schools. Teach- 
ers may supervise this work at home. 

Review study of familiar flowers and 
home farm products. 

Study migration of birds on basis of 
sojourn here — permanent residents, 
summer residents, winter residents, mi- 
grants; service rendered by insecti- 
vorous migrants. 



Classify phnts as useful, injurious, 
annuals, biennials, and perennials ; trees 
as deciduous, evergreens, feuit trees, 
trees for ornament, fire- wood or com- 
mercial purposes. Study- roots^ uader 
useful, injurious, different forms and 
purposes. Stems — Aerial and under- 
ground, useful and injurious. Distin- 
guish underground stems, bulbs, tubers, 
etc., from roots. Give examples of 
each. Leaves — Margins, veins. Flowers 
— perfect and imperfect. Make a collec- 
tion of flowers by pressing and mount- 
ing specimen =; 

Animals — Fur-bearing, food-produc- 
ing and domestic. 

Minerals. — Make a collection of com- 
mon minerals. Give a short descrip- 
tion of each, as to uses to man, where 
and how mined. Make a collection of 
common rocks or fossils found in your 
neighborhood. Teach uses of limestone, 
sandstone, shale, coal, slate, marble? and 
granite; how formed; where produced? 
Perform some simple experiments. 
Grow radish and lettuce for early mar- 
ket or home consumption — use home 
seed if possible. Study catalogue to 
gain knowledge of varieties of vege- 
tables, etc. Experiment by planting dif- 
ferent varieties to find those best suited 
to your locality. Keep record of work 
done in cultivating your plots or gar- 
dens. 

The Lawn. — Preparation; selection 
and sowing of seed; rolling; watering, 
fertilizing; mowing; lawn weeds and 
how to combat them. Special study of 
most common weeds found, common 
garden plants, and common garden in- 
sects — useful and injurious. 

Study of Simple Tools and Ma- 
chines. — Various levers; uses and ad- 
vantages of Jackscrews, pulleys, wheel 
and axle, derrick, etc. Names and uses 
of various pieces of farm machinery; 
cost of each ; care of tools and machin- 
ery. Plan and build a hot bed. Discuss 
uses of same. Distribute plants among 
pupils from a successful hot bed. Have 
a contest among pupils receiving plants 
to grow or from plants grown at their 
home. Conduct potato or other vege- 
table contests followed by exhibit of 



products — keep record of work done 
in cultivating. Find yield and value of 
products produced. 

Learn to identify useful birds, injur- 
ious birds. Obtain colored pictures of 
birds to study, if necessary. 

Origin of Soils. — Identification of 
sand, gravel, loam, clay, silt; experi- 
ment with soils. Study local soils. 
Value of farm lands and village lots. 
Drainage; ditches; tiles. Draw diagram 
showing drainage plan on home farm. 
House and cellar, drains; distinguish 
between drainage and sewer tiles. 

Household Pests. — Damage done; 
how destroy them — mouse, rat, fly, 
mosquito, cockroach, bed bug, clothes 
moth, etc. 

Water Supply. — How secured. Types 
of wells and pumps; windmills. Meth- 
ods of getting water to stock and for 
house use. Impure water. Garden ir- 
rigation. 

Lighting Systems. — History of light- 
ing. Methods used in your locality. 
Protection against fire. 

Transplanting Tree Practice. — Study 
common trees, value for posts and ties, 
etc. Secure and plant useful trees at 
home and at school. Orchard methods. 
Learn to grow the common fruit tree 
found in your locality. Insects injur- 
ious to fruit and life history. Learn 
how to combat them. Distinguish be- 
tween sucking and chewing forms, in- 
secticides for each. 

Good Roads. — Transportation, mar- 
keting. 

Preparation and Marketing of Pro- 
ducts. — Produce, how transported. How 
to deliver and ship by railroad. How 
to find a buyer. The merchants side of 
the work. 

Formation of Agricultural Clubs. — 
What can be done for the social life 
of the rural people. 

Time required for the work in this 
division, two years. 

Third Division. 

(Grades 7 and 8.) 

Note to teacher: A text book on 
Elementary Agriculture should be used 



in this division. A book should be se- 
lected that is intended for the seventh 
and eighth grades. 

A review should be made of the work 
suggested in the - "Second- Division" in 
connection with the text book work. 
Lessons from the text in Agriculture 
can be alternated with those of Read- 
ing, Physiology, etc., in these grades. 
Regular recitation work should cover 
at least two twenty (20) minute periods 
per week. Work in this division can 
also be assigned in connection with 
Grammar and Composition, and Geog- 
raphy also at the opening exercises in 
the morning and on Friday afternoons. 
The teacher shall select such parts of 
the following to be used with the text 
in Agriculture, as may be suitable for 
his grade, grades or school. Use sup- 
plementary work. 

Time required for the work of this 
division, two years. 

Fall Work. 

Report of vacation activities includ- 
ing work done and money earned. Spe- 
cial study on the most important farm 
crop in your locality. Use and outline 
for this speral study similar to ones 
suggested below on Corn, Wheat and 
Fruit. 

Study of Corn. — Its culture and im- 
provement. Selecting good seed. Ex- 
periments to show shrinkage by keep- 
ing over winter. Ensilage. Varieties 
grown in 3'our neighborhood, history 
of one or two varieties. Characteristics 
of a good ear; simple introduction to 
use of score card. Factors involved in 
marketing corn. Celebration of Corn 
Day— Corn Display and Contest. (Se- 
cure free government and free state 
bulletins on corn.) 

Study of Wheat or Other Grain.— 
Pupils take samples to school ; examine 
for weed seeds and other impurities. 
Test one hundred grains of each sam- 
ple for vitality. Method of planting, 
machines used in planting. Observe 
growing plants. What parts of the 
plants live over winter. History of 
wheat or other grain. (Secure free 



government and free state bulletins on 
culture of the grain most common in 
your locality.) 

Study of Fruit. — Study of Apple or 
the chief fruit crop in your locality. 
Characteristics of trees. Causes and 
remedies for imperfect fruit. Spraying. 
Factors involved in gathering, storing 
and marketing fruit. Have an exhibit 
of varieties grown in the district. Con- 
duct contest. (Secure free government 
and free state bulletins on the culture 
of the fruit most cultivated in your 
locality.) 

Weeds. — Mzkt a collection of seeds; 
label. Study weeds common in grain 
fields, pasture, meadow and garden. 
How destroy each kind. See Ohio 
Weed Manual. 

Fh;!(7/. — Compare with seed plants. 
Mushroom. Experiments in growing 
and destroying molds and bacteria; 
sterilization; treatment with formalin; 
smut, rusts, blights, rots and scabs. 
How combat these? Fungi that attack 
insects. Find examples. 

Collection of Insects. — Classify as to 
beneficial and injurious. Crop attacked 
by each. (Secure free government and 
free state bulletins on injurious and 
beneficial insects to growing crops.) 

Forage Crops. — Grasses — best 
adapted for meadow, for pasture, va- 
riety in your locality. Use of legu- 
minous plants. Other forage crops as 
rape, millet, sorghum, etc. (Secure 
free government and free state bulle- 
tins on Forage Crops.) 

Dairying. — Compare Dairy and Beef 
breeds. Examples of each class; report 
of kind owned in neighborhood. Se- 
cure a Babcock Tester with milk and 
cream outfit. Test samples of milk 
and cream from different breeds. Cal- 
culate amount of butterfat produced in 
a certain period and value of same. 
Discuss cost of producing butterfat 
under various conditions. Methods of 
feeding, what to feed and care of 
cows. Plans of building sanitary barns 
and farm silos. Use of separators. 
Pure food ; pure milk ; pure drinking 
water. (Secure free government and 
free state bulletins on Dairying.) 



Winter Work. 

Housing of farm animals. Special 
study of horse, hog or sheep. Dififerent 
breeds of horses, hogs or sheep in 
neighborhood. Care of these animals 
in winter. 

Farm Machinery. — Kinds, uses, value, 
care of. Gasoline engines, power ma- 
chines, etc. History of kinds to show 
improvement. 

Soils. — Study of structure of corn 
kernel; tests for starch and oil — com- 
position of food -stuffs. Secure some 
samples of corn products. Plant food; 
how plants obtain food. Test soil for 
acid and alkali. Elements usually lack- 
ing in soil. How these arc obtained. 
Commercial fertilizers. Study kinds of 
soil. Make collection of soils. (Secure 
free bulletins on Soil Fertility.) 

Spring Work. 

Poultry Raising. — Breeds of chickens 
of the neighborhood; characteristics of 
each ; feeding, housing, general care. 
Incubators 'and brooders; expenses and 
profits in poultry. (Secure free bulle- 
tins on Poultry Culture from state and 
national departments.) 

Where fruit raising is practiced ex- 
tensively, study propagation by graft- 
ing. Why necessary. History of some 
one fruit from seed to maturity. Prun- 
ing, planting and spraying of fruit 
trees. (Secure Spray Calendar from 
Wooster Experiment Station, Wooster, 
Ohio.) 

Corn Study — Germination of seed, 
make corn testers ; compare tests for 



vitality. Grading corn. History of 
corn. Varieties adapted ,to your local- 
ity. Planting methods. Experiments 
with depth of planting. Draw diagrams 
and make preparations for planting 
your flower or vegetable garden. Treat 
potatoes for scab with formalin. Ex- 
amine clover and grass seed with hand 
lens to find weed seed and other im- 
purities. (Secure free bulletins on 
Flower and Vegetable Gardening.) 

Bird Study. — Make a list of native 
birds beneficial to farm crops. Injur- 
ious to farm crops. (Secure free bul- 
letin on Beneficial Birds to the Far- 
mer.) 

Study clover plant, habits of growth, 
length of root, tubercles on roots. Iden- 
tify other legumes. Examine roots for 
tubercles. Experiment where favorable 
to do so, by planting some alfalfa with 
and without inoculation. 

Investigate methods of retaining fer 
tility of the soil of Ohio; rotation of 
crops ; mixing of home fertilizers ; re- 
taining moisture in the soil and value 
of soil mulch. 

Arrange plans for vacation studies 
and experiments with corn, potato and 
other vegetables. Girls give special at- 
tention to flower and vegetable gardens ; 
keep simple records of all work done 
and conduct a corn, flower and vege- 
table exhibit and contest. 

Tobacco Raising. — Seed, plants, care 
of, stripping, sorting, packing, market- 
ing. 

Orchards, forestry, hot beds, cold 
frames. 

School exhibits, reports of work 
done. Fair exhibits. 



SUGGESTED TOPICS IN AGRICULTURE AND THE HOUSEHOLD 
ARTS FOR THE GIRLS. 



The Garden : 

The vegetable garden, the flower gar- 
den, the small fruit garden-, hot beds, 
cold frames, and the marketing of the 
products, insects and other enemies of 



the garden 
irrigation. 

Poultry : 
Chickens, 



plants, sprays. Garden 



ducks, turkeys, geese, etc.. 



and the marketing of the products. The 
health of the barn and poultry yard 
families. Lice; diseases and other 
enemies of poultry, etc. 

The Lawn : 

Laying out the lawn, the flowers on it, 
tlie shrubs, trees, care of it, the enemies 
of tlie flowers, shrubs, trees, etc. 

The Dairy : 

Types of cattle, the milk, butter, 
cheese, the creamery, the milk tester, 
separators, etc., care of the utensils, the 
dairy barn, feeding, marketing the 
products. 

The Apiary : 

Bees, bee hives, swarming, diseases of 
the bee, honey, bee foods, etc. 

Orchards and Small Fruits, Grapes. 

Birds. 

Melons, pumpkins, squashes, etc. 

Weather Bureau. Meteorology. 

Agricultural clubs. Home and School 

sociology, Community life. 

Foods, Food Elements, Drinking Water 

Supply. 

Domestic Science : 

Home making and house keeping, 
cooking, bread making, and all bak- 
ing, Sewing, home decorating, butter 
making, the health of the home and 
the farm premises, buying for the farm 
and farm home, selling the farm 
products, drawing and the other arts, 
home economics, home sociology, nurs- 
ing the sick, household accounts, care 
of the house and prevention of sickness, 
laundering, recipes. 

Exhibits and reports of pupils. 
The Fairs — State and local. 
General Suggestions : 

Use the local papers for spreading the 
news and the good things done should be 
passed on to our neighbors. 

Send to the Departments at Wash- 
ington, D. C, for their bulletins; do 
the same by sending to the Experiment 
Station at Woster; also to the Agricul- 



tural College at Columbus; last but not 
least write to the Secretary of the State 
Board of Agriculture at Columbus for 
the bulletins of this department, no bet- 
ter are sent out from any board of its 
kind in the United States. Teachers, 
pupils and patrons will find excellent 
material on any phase of the work ; good 
directions for detailed courses of study 
and for work on the farm, in the garden, 
at the barn, in the home and in any and 
all departments of farm work will be 
found in these bulletins that may be had 
for the asking; neither is the scientific 
side of any phase of this work neglected 
in these bulletins; so whatever we may 
wish will be easily obtained by simply 
writing for them. 

Whatever success we may have in the 
school work in and at the school, our 
task will yet be incomplete if we neg- 
lect to see it carried to the home, to 
the farm and to the community in gen- 
eral. The teacher here has a splendid 
opportunity to take his or her place in 
the community life and activities in the 
school district; the teaching of agricul- 
ture must link the school and homes 
closer and the work of one must and will 
correlate the other or our whole scheme 
will lose much of its flavor and value. 
When the teacher and parent find their 
work overlapping and growing to- 
gether in the life and ambitions of the 
child then indeed will the home and 
school take their rightful places in the 
child economy and child rearing; then 
will misunderstandings and crossing of 
lines of discipline be reduced to a mini- 
mum. The teaching of agriculture in 
some of its many phases ^jvill bring 
happy results along these lines that must 
be seen with a mildly prophetic eye. 
The Agriculture Clubs will be the one 
strong medium for this as well as for 
the place where the intellectual and 
moral development takes place along side 
the study of the utilitarian. Here the 
elements of the old spelling school, the 
literary society and the agricultural 
sciences and economy will mingle and 
grow into good citizenship and moral 
and intellectual fiber which will make 
farm life just as honorable and refining 



and respected as any other vocation — cer, Morrow, Ottawa, Paulding, Put- 
yea even more so for the environments nam, Sandusky, Seneca, Union, Van 
are happily conducive to such as no- Wert, Williams, Wood, Wyandot — 24 
where else. counties. 



Names and Addre>ses of the Super- 
visors of Agricultural Education. 

H. L. Goll, Swanton, Fulton Co., of 
the Northwestern District. 

S. A. Harbourt, Andover, Ashtabula 
Co., of the Northeastern District. 

J. R. Clarke, 373 Wilbur Ave., Co- 
lumbus, Franklin Co., of the South- 
eastern District. 

Lester S. Ivins, Lebanon, Warren Co., 
of the Southwestern District. 



State Supervisors of Agricultural 
Education. 

In accordance witli the provisions of 
the Cahill law, Commissioner Miller 
has appointed four Supervisors of Ag- 
ricultural Education. The names and 
addresses of these Supervisors, together 
with the counties comprising each dis- 
trict are as follows : 



NORTHWESTERN l)ISTRICT. 

H. L. Goll, Supervisor, Swanton, Ful- 
ton County, Ohio. 

, Counties — Allen. Auglaize, Crawford, 
Defiance, Erie, Fulton, Hancock, Har- 
din, Henry, Logan, Lucas, Marion, Mer- 



NORTHEASTERN DISTRICT. 

S. A. Harbourt, Supervisor, Andover, 
Ashtabula County, Ohio. 

Counties — Ashland, Ashtabula, Bel- 
mont, Carroll, Columbiana, Coshocton, 
Cuyahoga, Geauga, Harrison, Holmes, 
Huron, Jeflferson, Lake, Lorain, Mahon- 
ing, Medina, Portage, Richland, Stark, 
Summit, Trumbull, Tuscarawas, Wayne 
— 28 counties. 



S0UTHE.\STEKN DISTRICT. 

J. R. Clarke, Supervisor, 373 Wilbur 
Ave., Columbus, Franklin County, Ohio. 

Counties — Athens, Delaware, Fair- 
field, Franklin, Gallia, Guernsey, Hock- 
ing, Jackson, Knox, Lawrence, Licking, 
Meigs, Monroe, Morgan, Muskingum," 
Noble, Perry, Pickaway, Vinton, Wash- 
ington — 20 counties. 



SOUTHWESTERN DISTRICT. 

Lester S. Ivins, Supervisor, Lebanon, 
Warren County, Ohio. 

Counties — Adams, Brown, Butler, 
Champaign, Clark, Clermont, Clinton, 
Darke, Fayette, Greene, Hamilton, 
Highland, Madison, Miami, Montgom- 
ery, Pike, Preble, Ross, Scioto, Shelby, 
Warren — 21 counties. 



TEXT=BOOKS IN AGRICULTURAL EDUCATION SUITABLE FOR 
THE ELEMENTARY SCHOOLS. 

Name of Text-book. Name of Author. Publishers. 

Agriculture for Young Folks. A. D. & E. W. Wilson. Webb & Co., Minneapolis. 
First Principles of Agricul- 
ture Goff & Mayne Amer. Book Co., Cincin- 
nati. 

Agriculture for Beginners Burkett^ Stevens & Hill. Ginn & Co., Columbus. 

Elementary Agriculture Hatch & Hazelwood. . . Rowe, Peterson & Co., 

Chicago. 
Agriculture for Common 

Schools Fisher & Cotton Chas. Scribner's Sons, N. 

Y. 
An Introduction to Agricul- 
ture A. A. Upham D. Appleton & Co., Co- 
lumbus. 
One Hundred Lessons in Ele- 
mentary Agriculture A. W. Nolan Acme Pub. Co., Morgan- 
town, W. Va. 
Agriculture in the Public 

Schools Lester S. Ivins March Bros. Pub. Co., 

Lebanon, O. 



PAPERS AND MAGAZINES THAT AID IN THE TEACHING AND 
STUDY OF AGRICULTURE. 

American Agriculturist Orange Judd Co., New York. 

Ohio Farmer Lawrence Pub. Co., Cleveland. 

National Stockman and Farmer Pittsburg. 

Farm and Fireside Springfield, Ohio. 

Farm Journal Philadelphia. 

Poultry Journal 



LIBRARY OF CONGRESS 

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